Perceptions of a Digital Dental Technology Curriculum: A Qualitative Study of Dental Technology Students.

INTRODUCTION

Integrating digital dental technology into undergraduate curricula can better prepare dental technology students for a digitally driven workplace. However, students' perspectives on this education are sparse in the literature. This qualitative study explored dental technology students' perceptions of a digital dental technology curriculum.

MATERIALS AND METHODS

An online questionnaire was administered to third-year and fourth-year students, as well as recent graduates from the West China School of Stomatology. It comprised three sections: (1) demographic data, (2) perceptions of learning effectiveness and its impact, and (3) suggestions for curriculum improvements. Data were analysed using descriptive statistics and a chi-squared test.

RESULTS

Sixty-nine valid responses were collected, yielding an effective response rate of 90.79%. Over 80% of respondents thought the courses beneficial for professional learning, career selection and practical work. However, 35% of third-year students reported being unable to complete digital design independently upon finishing the courses, and 62.50% of fourth-year students also lacked confidence in this area. While 95% of third-year students and 87.5% of fourth-year students intended to pursue digital-related positions, only 33.33% of employed graduates were engaged in relevant professions, indicating that the demands for digital competence in the workplace significantly exceeded the curriculum content.

CONCLUSION

This study found that most students had a positive perception of the digital dental technology curriculum. However, a gap remains between curriculum content and professional practice demands. Further research and curriculum shifts driven by skill application and work scenarios are required to support the digital transformation of dental technology education and dentistry.